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Magnets Unit One

Second Grade

One Week Unit

Amber Hornbarger and Rachel Goolsby

Amber Hornbarger & Rachel Goolsby

Introduction

Magnets are surrounding us, from holding papers on the refrigerator to the attraction

between the moon and earth. Magnets are predictable and reliable because we know how they

will act around other magnets. This magnet unit will help students understand types of magnets,

how they work, and magnetic poles. Magnets can be used for many purposes and this unit will

present them across curriculum, from art to movement to integrating technology. Magnets are

part of the SOL for second grade; learning how they work and every day applications for

magnets are necessary for students to further their science education.


Objectives

General Unit Objectives

The students will understand magnets, differentiate between magnetic/non-magnetic

materials, artificial/natural magnets, and magnetic poles.

The students will appreciate how magnets can be applied to every day life, recognizing their

characteristics, functions, and their attraction to specific metals.

The students will integrate magnetic ideas across the curriculum, using fine arts, physical

education, and technology and the core subjects.


Specific Objectives

In order to meet this standard (Science 2.2), it is expected that students will

TSWBAT use magnetic compasses to determine the directions of north and south poles.

TSWBAT understand what magnet poles are and how they repel and attract through

repetition of the poles song as a class, singing it 4 times throughout the class.

TSWBAT identify different types of magnets: artificial and natural, through highlighting

at least one of each in the magnet sort.

TSWBAT predict which materials will be attracted to magnets, test the predictions, and

create a chart that shows the results, classifying materials as to whether they are attracted

to magnets or not.

TSWBAT finish the first half of their interactive folder, gluing all of the appropriate

pieces to the folder, having all of the necessary items.

TSWBAT write a story about magnets, following the guidelines for a minimum of 5

sentences.

TSWBAT make predictions with the teacher about what they think will happen during

the station, recording their predictions on the Four Corners Worksheet, filling out one

statement for each box and graphing the results on the board.

TSWBAT complete one of the two file folder games with a partner, playing to the finish

and placing the appropriate cards on the appropriate spaces.

TSWBAT watch the BrainPOP video and differentiate between the two magnetic poles,

through completing the BrainPOP video quiz, taking it as a class and receiving at least an

80%

TSWBAT play the magnet tag game, correctly identifying north and south poles through

their attraction/repulsion of other students (teacher must watch students play).

TSWBAT write five facts on notecards, at least two of the notecards will focus on north

and south poles, gluing each folded notecard on the interactive folder, four of the five

notecards will be correct facts.

TSWBAT separate magnet versus non-magnetic items with 90% accuracy, through

smartboard app.


TSWBAT fill out bingo sheet from asking classmates different questions, with 90%

accuracy.

TSWBAT write a story a story about magnets, including descriptive details.

TSWBAT define magnetic/non-magnetic, and the differences between these two through

completing a worksheet identifying 8 out of 10 items correctly.

TSWBAT begin their interactive folder, reinforcing magnetic/non-magnetic, types of

magnets and poles through correctly gluing all items in appropriate areas of folder (100%

accuracy necessary).

TSWBAT complete magnet vocabulary worksheet answering questions with at least 83%

accuracy.

TSWBAT paint with magnets, using at least four different magnets to complete the

picture.

TSWBAT fill out the ‘KWL’ chart, including at least 3 facts about what they know about

magnets and one thing they ‘want to know more’ about magnets on KWL sheet. (leave

‘learned’ space blank).


Standards of Learning

Main SOL

Science SOL 2.2 The student will investigate and understand that natural and artificial magnets

have certain characteristics and attract specific types of metals. Key concepts include

a) Magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and

b) Important applications of magnetism.

Supporting SOLs

Science SOL 2.1 The student will demonstrate an understanding of scientific reasoning, logic,

and the nature of science by planning and conducting investigations in which

a) Observations and predictions are made and questions are formed;

b) Observations are differentiated from personal interpretation;

c) Observations are repeated to ensure accuracy;

d) Two or more characteristics or properties are used to classify items;

e) Conditions that influence a change are identified and inferences are made;

f) Data are collected and recorded, and bar graphs are constructed using numbered axes;

g) Data are analyzed, and unexpected or unusual quantitative data are recognized;

h) Conclusions are drawn;

i) Observations and data are communicated;

Language Arts SOL 2.12 The student will write stories, letters and simple explanations

a) Generate ideas before writing

b) Organize writing to include a beginning, middle and end for narrative and expository

writing

c) Expand writing to include descriptive detail

d) Revise writing for clarity

Math SOL 2.17 The student will use data from experiments to construct picture graphs,

pictographs and bar graphs


PE SOL 2.2 The student will apply the basic movement concepts to change performance of

locomotor, non-locomotor and manipulative skills use the concept of relationships (e.g. Over,

under, around, in front of, behind and through) in dynamic movement situations

a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and

through) in dynamic movement situations.

b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time,

force, flow) in static and dynamic movement situations.

Technology SOL 2.1 Demonstrate an operational knowledge of various technologies.

a) Use various types of technology devices to perform learning tasks.

o Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact

with a computer.

o Use appropriate buttons, gestures, menu choices, and commands to manipulate

the computer when completing learning tasks.

b) Communicate about technology with appropriate terminology.

c) Use basic technology vocabulary as needed.

Fine Art SOL 2.4 The student will create works of art inspired by a variety of concepts, themes,

and literary sources.


Magnets Lesson Plan 1

Purpose:

Today’s lesson introduces the two week unit of magnets. The focus for the first lesson

will be differentiating magnetic and non-magnetic items, artificial and natural magnets,

and understanding the poles of a magnet.

Science SOL 2.2 The student will investigate and understand that natural and

artificial magnets have certain characteristics and attract specific types of metals.

Key concepts include:

Magnetism, iron, magnetic/nonmagnetic poles, attract/repel

Objectives:

TSWBAT define magnetic/non-magnetic, and the differences between these two

through completing a worksheet identifying 8 out of 10 items correctly.

TSWBAT identify different types of magnets: artificial and natural, through

highlighting at least one of each in the magnet sort

TSWBAT understand what magnet poles are and how they repel and attract through

repetition of the poles song as a class, singing it 4 times throughout the class

TSWBAT begin their interactive folder, reinforcing magnetic/non-magnetic, types of

magnets and poles through correctly gluing all items in appropriate areas of folder

(100% accuracy necessary)

Procedure:

Introduction (10 minutes)

The teacher will put on a Magnetic glove and walk around the classroom, specifically

picking up materials that are magnetic or magnets from the board. Then the teacher

will ask the students some questions about why the gloves can pick up certain items.

What do you think being a magnet means? Or what the word magnetic means?

Can you find other magnets in the classroom?

When something is magnetic, how would you describe it?

(i.e. Stick together, mesh, etc.)

Teacher will record some of the student’s answers on the board.


VISUAL, AUDIO

Read Aloud (20 minutes)

What Makes a Magnet? By Franklyn M. Branley,

Revise definition of magnet (from above)

Can you find more magnets in the classroom? Where?

Can you think of some magnets at home?

Discuss poles of a magnet and explain difference between north and south,

attract and repel. The teacher will hold up two magnets and show how the

magnets repel and attract. The teacher will have a student come up to make

sure when the magnets repel, they cannot/do no stick together. Breifly talk

about how the force between the north and south poles create a magnetic field

KINESTHETIC

Restate the following:

Magnets have two poles, north and south

North poles are at one end, south pole is at the opposite end

Same poles repel; different poles attract

AUDIO, VISUAL

“Did You Ever See a Magnet? Song (20 minutes) Http://the-science-mom.com/1365/magnets-song-ever-see-magnet/

Did you ever see a magnet, a magnet, a magnet?

Did you ever see a magnet pull this way and that?

Attraction, repulsion

Attraction, repulsion




The north pole, the south pole

The north pole, the south pole





AUDIO

Development-

Magnet Sort; Everyday Items (15 minutes)

Discussion of differentiation between natural and artificial magnets based on

items in the magnet sort.

A natural magnet is an object that has a magnetic field and is attracted

to iron and steel (https://www.google.com/?Gws_rd=ssl#q=define+a+natural+magnet)

An artificial magnet is a manufactured magnet (http://www.engineering-

dictionary.org/wiki/artificial_magnet)

Natural magnets occur in nature, artificial magnets are man-made

Show the students different examples of each, natural/artificial (natural:

lodestone; artificial: U-shape magnet, horseshoe magnet)

Magnet sort will comprise two zip lock bags per table, consisting different

items that are magnetic or non-magnetic.

One zip-lock bag has felt, pencils, beads, buttons, shells, markers, a

spoon, plastic necklace, eye patch, and other small trinkets

One zip-lock bag has metal paper clips, bobby pins, bells, lodestone,

and zippers.

Dump each bag on student desks and mix them up; depending on

amount of supplies and amount of students, the teacher might need to

break students into pairs or small groups (table groups).

VISUAL, KINESTHETIC

Magnet T-Chart (25 minutes)

Students will be given a graph with a ‘T Chart’, dividing the paper into two

sections, magnetic and non-magnetic.

Students will be responsible to make a small prediction of what they think will

be magnetic and non-magentic at the top of their paper.

Next, they will use magnets and see which items are attracted to their magnet

or not from the Ziploc bags and create two different piles. Magnetic and non-


magnetic.

Finally, the students will be given a chart with pictures on it. They will cut and

glue the pictures on their own chart in their interactive notebook, coloring the

pictures and identifying whether they are magnetic or not.

Review T-Chart as a class, calling out where each item goes item by item.

KINESTHETIC, VISUAL

Summary

Interactive folder (15 minutes)

Explain to students that they are going to make their first entry into the

interactive folder. Ask them to…

Label and glue magnet pictures.

Label poles on pictures.

Label natural and artificial magnets.

Glue T-Chart into folder. Go over the T-Chart as a class.

Think, Pair, Share (5 minutes)

Have students get in partners and tell their partner two objects that are magnets,

two that are not and which poles are attracted to each other

Stoplight Exit Slip

Have students write their names on a sticky note and place it on green, yellow

or read (pre-made stoplight), regarding how they feel about magnets: got it,

okay, do not understand

Homework: Bring in two magnet examples from home

For Struggling Students

Have them work in partners.


Make sure to give the students an example on their worksheet of an item that is

magnetic/non-magnetic.

Have students work in a small group if they don’t understand the concept of

magnets.

Give students magnets to use, separating each item first before testing it.

For Advanced Students

Have them make up/draw pictures of other magnets or places where you might

find magnets.

Have students write their own definition of a magnet once they finish the chart.

Draw and label a magnet.

Materials

What Makes a Magnet? By Franklyn M. Branley

Individual zip-loc bags filled with magnets and non-magnets:

Lodestone

Paper clips

Coins

Felt

Pencil

Beads

Aluminum foil

Plastic spoon

Button

Shell

Marker top

Bobby pins

Plastic necklace

Eye patch

Jingle bell

Glue stick


Manilla folders

Magnet pictures

Non-magnet pictures

Stoplight

Sticky notes

Evaluation Part A:

Keep an eye on strugglers while circulating the room and be sure to assist them

accordingly.

Walk through while students are grouping the different items, if students appear to not

understand, have them work in partners.

See if the student can define what a magnet it and isn’t through their worksheet, with 8

out of 10 items correct.

Review their T-Charts as a whole group, having the students respond altogether as the

teacher goes through the items.

Have the students tell their elbow partner the difference between artificial and natural

magnets.

Have students sing the magnet poles song at the end of the lesson.

Evaluation Part B:

Did the students meet my objectives?

What worked? What didn’t work?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson? What were the weaknesses?

How would you change the lesson if you could teach it again?

How many students seemed to be really struggling with the concept?

How can I help the struggling students in a different way?

MAGNET T-CHART


Prediction: ____________________________________________________________________________________

_____________________________________________________________________________________

MAGNETIC NON-MAGNETIC



Purpose:

The purpose of this lesson is to bring realistic examples of magnets to the students. It

aims to solidify student understanding of important applications of magnets and

magnet characteristics as an everyday object.




o Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and

o Important applications of magnetism.

Science SOL 2.1 The student will demonstrate an understanding of scientific

reasoning, logic, and the nature of science by planning and conducting

investigations in which

o Observations and predictions are made and questions are formed;

Language Arts SOL 2.12 The student will write stories, letters and simple

explanations

o Generate ideas before writing

o Organize writing to include a beginning, middle and end for narrative and

expository writing

o Expand writing to include descriptive detail

o Revise writing for clarity

Math SOL 2.17 The student will use data from experiments to construct picture

graphs, pictographs and bar graphs

Objectives:

TSWBAT write a story about magnets, following the guidelines for a minimum of 5

sentences.

TSWBAT make predictions with the teacher about what they think will happen during

the station, recording their predictions on the Four Corners Worksheet, filling out one

statement for each box and graphing the results on the board.


TSWBAT complete one of the two file folder games with a partner, playing to the

finish and placing the appropriate cards on the appropriate spaces.

Procedure:


Gather students on the carpet.

Partner talk; have students turn to their elbow partner and share the different objects

that are magnetic that they found at home.

Ask the students to pick their favorite magnetic object/magnet shape (can be the shape

of the magnet and/or color).

Go around the room and have each student share their favorite magnet, one by one.

Discuss the different kinds of magnets (natural/artificial), their poles (north/south), and

how magnets interact (attract/repel/magnetic field).

AUDIO

Development (45 minutes)

Tell the students that we are going to leave the carpet and enter centers for the day.

Centers (3): Each center time will be 15 minutes long.

CENTER 1: Write a story about magnets. If I was a magnet, I would…

Students will be given a sheet of decorative paper and guidelines to

write five sentences. Starting with “If I was a magnet, I would…” then

three descriptive sentences and a final statement such as “That’s what I

would do if I was a magnet.”

KINESTHETIC, VISUAL

CENTER 2: Teacher station; bottle with pipe cleaners and a bottle with

miniature bells

The teacher will show the students some cut up pipe cleaners. The

students will make verbal predictions about these pipe cleaners, whether

they are magnetic or not.

Give the students a Four Corners worksheet, having them record their


predictions.

Next, the students will be shown a plastic bottle and ask the students

what they think about the bottle.

Put the pipe cleaners inside the bottle and have the students hold the

bottle up; there are no magnets used yet.

Next, show the students the magnets on the table. Have the students

move the magnets across the bottle to see how the pipe cleaners move.

Have students complete the Four Corners sheet based on the results

after the magnets were moved.

Four Corners Sheet:

What I saw

Why do I think it happened

I was right about

What I didn’t know was

Finally, the teacher will repeat the process with miniature jingle bells;

showing the students how the bells can repeat the same process as the

pipe cleaners.

VISUAL, AUDIO, KINESTHETIC

CENTER 3: File folder games {must have at least two students per game to

make it successful}

“The Magnet Match”

A game that has different images, magnetic/non-magnetic items

moving across the board.

The students are given cards with magnets and cards with

magnets crossed out, have them pick which image goes on the

different items, moving through the board until they get to the

end.

ANOTHER WAY...mix up the cards and place them face down

in the deck; take turns picking a card and moving to the first

picture that first the card drawn.

“Magnet Magic”


This game board is full of magnets and magnets that are crossed

out, there is a bag full of items that accompany the game.

Mix up the item cards and have the students draw a picture, one-

by-one. They need to correctly match the images with the

magnets/non-magnets.

KINESTHETIC, VISUAL, AUDIO

Summary (25 minutes)

Graph predictions from teacher station as a whole group.

Have a chart on the board already written with the x and y axis labeled. Have

each student come to the board in groups of three and plot their prediction

above the appropriate bar.

Review the results as a class.

Which bar has the greatest population?

Which bar has the least?

How do you know?

Have students copy and write class results in their interactive folder.

KINESTHETIC, AUDIO, VISUAL


For the magnet writing piece, the students can be given a template with the first

and last sentences pre-printed. These will allow the student to focus their

writing and on the descriptive sentences.

These students can also be given a venn diagram to help organize their

thoughts. The teacher should be aware of who to put in groups together for

centers.

These students can draw a picture first before writing, deriving their story out

of their picture.

Bottle and pipe cleaner predictions are made at the teacher center, the teacher

can assist when deemed necessary.

At the file folder games center, the teacher can make small sheets with

directions printed on them and have ‘pre-selected teachers’ to assist students


who do not understand how to play the games.


For the magnet writing piece, the students can elaborate more on their story,

adding more than three sentences. They can draw a picture once they have

finished their writing piece.

At the teacher station, the teacher can ask more challenging questions

(regarding amount of pipe cleaners or types of magnets, etc) to see if any

predictions change.

At the file folder games, these students can be the ‘pre-selected teachers’ for

the students who are struggling. These students will help teach the other

students how to play the file folder games.

Materials

Magnets

Pipe cleaner

Two liter bottle

Decorative paper

“The Magnet Match” game board and cards (attached)

“Magnet Magic” game board and pieces (attached)

Interactive folders from previous class

Jingle bells

Decorative worksheet for witing

Guidelines for written piece

Evaluation Part A:

The students will turn in their story, and the teacher will check the guidelines, making


sure each story follows the guidelines, including a minimum of five sentences.

The students will turn in their predictions chart, completing one example per box on

the four corners worksheet, the teacher will check for completion.

The students will play at least one of the two file folder games, in partners, playing to

the finish of the game.

Evaluation Part B:


How do you know?


What were the strengths of the lesson?

What were the weaknesses?





Guidelines for Writing Piece

First sentence: “If I was a magnet, I would..”

Second sentence: Descriptive

Third sentence: Descriptive

Fourth sentence: Descriptive

Fifth sentence: “That’s what I would do, if I was a magnet.”


FOUR CORNERSPrediction: ____________________________________________________________________________________

_____________________________________________________________________________________

What I saw… Why do I think it happened?

I was right about… What I didn’t know was…



Purpose:

The purpose of this lesson is to reinforce how magnets attract / repel, the difference

between north and south poles, and give students concrete definitions of different magnet

terms in their own words.


artificial magnets have certain characteristics and attract specific types of metals. Key

concepts include:

Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and

Important applications of magnetism.

PE SOL 2.2 The student will apply the basic movement concepts to change

performance of locomotor, non-locomotor and manipulative skills

Use the concept of spatial awareness (e.g. Location, direction,

levels), and effort (time, force, flow) in static and dynamic

movement situations.

LA SOL 2.12 The student will write stories, letters and simple explanations.

Objectives:

TSWBAT watch the BrainPOP video and differentiate between the two magnetic

poles, through completing the BrainPOP video quiz, taking it as a class and receiving

at least an 80%

TSWBAT play the magnet tag game, correctly identifying north and south poles

through their attraction/repulsion of other students (teacher must watch students play).

TSWBAT write five facts on notecards, at least two of the notecards will focus on

north and south poles, gluing each folded notecard on the interactive folder, four of the

five notecards will be correct facts.

Procedure:



Tell students that we are going to continue working with magnets and start today with

a short video.

Magnets Brainpop Video

Learn About Magnets. “In this movie, you’ll learn that magnets attract objects

made with iron. Magnets have two poles, a north pole and a south pole. The

opposite poles of magnets will attract, or pull toward each other. The like poles

will repel, or push away. Magnets can pull through gases, like air, but some can

also pull through solids and liquids. A magnetic field is the area around the

magnet where it can attract or repel things. A magnet will affect a magnetic

object only when it enters its magnetic field. How is a compass like a magnet?”

Take brainpop Quiz as a class

AUDIO, VISUAL


Tell the students that we are going to go to the gym and play a game of magnet tag.

Explain to the students that when we get to the gym we are going to each get a penny

to wear. One will be red and one will be blue. If you are red, you are the north end of a

magnet. If you are blue you are the south end of a magnet.

Transition to the gym and play Magnet Attract Repel Tag

First, the teacher needs to remind the students about the two different poles on

magnets: north and south.

Talk about how poles repel and attract to one another; the north pole and south

poles attract to each other, the north and north poles repel each other. Show the

students visual imagery or two magnets. (https://www.google.com/search?

Q=magnet+poles+repel+and+attract&espv=2&biw=1110&bih=611&tbm=isch&imgil=-yplunn0rgtmjm%253A

%253Bc3Nj4xDUB6QG4M%253Bhttps%25253A%25252F%25252Fquizlet.com

%25252F76241314%25252Fglencoe-physical-science-chapter-8-magnetism-section-1-review-flash-cards

%25252F&source=iu&pf=m&fir=-yplunn0rgtmjm%253A%252Cc3Nj4xDUB6QG4M

%252C_&usg=__vsnplvl3_wodhaw1zl_K_t6zg8a

%3D&ved=0ahukewjjnydbskdjahxk6cykhfgdbv8qyjcimw&ei=actpvomzimrrmwhxh5b4bq#imgrc=-yplunn0rgtmjm

%3A&usg=__vsnplvl3_wodhaw1zl_K_t6zg8a%3D)


Have two sets of pennies colored identical to the example magnets

North:RED

South:BLUE

Divide the students into two groups and give them either a blue or red penny.

The purpose of this game is for the students to play tag; when one red student

tags a blue student, they become a blob and stick together (similar to blob tag)

Next, they will try to attach more people to their blob so it can grow

If a student tries to attach to the wrong side, they will repel each other and not

add to the blob.

If two students are caught by the teacher being attached incorrectly, they will

have to detatch and do ten jumping jacks.

The purpose of the game is for the students to incorporate movement into

learning about magnets.

At the end of the game the students should understand which poles attract to

each other and which ones repel each other. Have a group discussion about

how attracting and repelling works. (Return to classroom)

KINESTHETIC, VISUAL



Circulate the room and ask students to write at least five facts about magnets on

notecards.

Have student first fold the notecards in half, creating a flip card type of notecard. Have

the students write one word on the top: such as ‘NORTH POLE’, when the card is

flipped up, the inside will say the north pole is one side of the magnet, it is attracted to

south pole and repelled by north pole.

Have them repeat this process for each card made.

They should write at least two notecards about artificial magnets and natural magnets;

providing one example of each.

There should be one or more notecards to recognize the poles; preferably one card per

pole, north and south. (specify which pole is attracted to which and which repels

which)

Glue facts (notecards) into interactive folder

Have students practice their cards, flipping them up to check themselves.

Once students have completed necessary notecards, they will be given the

opportunity to play with a ‘Wooly Willy’ or ‘Doodle Balls’, moving small

magnetic pieces around to form hair on willy or make designs on doodle balls.

KINESTHETIC, VISUAL


o Let struggling students watch the brainpop video on their own with headphones.

o There will be designated safe spots during magnet tag where students can come

stand if they do not understand how to play; they must sit out during the first

game and watch everyone. The colored pennies will help students visually see

the different colors attracting and same colors repelling.

o For the notecards, the students who are struggling can work in a small group

with the teacher. This will be more open discussion to allow students to talk in

a safe place and fill out their notecards.

o Cut outs can be offered to students who understand but are having trouble

staying on task/have trouble writing.



o Students will be asked to shout out the word attract or repel during the game if

it becomes too easy.

o These students can make multiple notecards, going above and beyond the

assigned amount. Students can add pictures and/or their favorite magnet facts.

o Students can make a matching game with left over notecards; having the word

on one notecard and the definition or picture on another. This is a form of the

memory matching game. (can be played silently at seat)

Materials

Brainpop Video

Notecards

Glue

Red and Blue colored pennies

Markers

Wooly Willy

Doodle Balls

Evaluation Part A:

Students will complete the BrainPOP video receiving a score of at least 80%

Watch the students play the magnet tag, making notes on the students who appear to

understand the concepts correctly, making notes of those who do not understand it

completely.

Students complete four out of the five notecards correctly and glue them into the

folder.

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed

after the lesson has been taught)


How do you know?


What were the strengths of the lesson? What were the weaknesses?




Purpose:

The purpose of this lesson is to give students an opportunity to apply what they have

learned throughout the week. This lesson will help evaluate where the students stand in

order to move forward with the second week of the unit.




Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and

Important applications of magnetism.

Technology SOL 2.1 Demonstrate an operational knowledge of various

technologies.

Use various types of technology devices to perform learning tasks.

Use a keyboard, mouse, touchscreen, touchpad, and other input devices to

interact with a computer.

Objectives:

TSWBAT separate magnet versus non-magnetic items with 90% accuracy, through

smartboard app.

TSWBAT fill out bingo sheet from asking classmates different questions, with 90%

accuracy.

TSWBAT complete magnet vocabulary worksheet with at least 83% accuracy.

Procedure:


Find-Someone-Who Sheet

The students will be given a ‘find-someone-who’ sheet with sentences and

blanks. There are true and false questions and fill in the blank.

All questions will reinforce things that have been taught so far about magnets

and poles, bingo sheet can be adjusted if necessary.


Students will be moving around asking other students questions. The students

should have a different person answer each questions and that student should

sign their name. The noise level should be at a low level.

Once the student has answered all of the questions, they should come back to

their seat.

Once the majority of the students are seated, have sharing time between table

partners. The students can share what they have learned, their favorite fact

about magnets and something they find interesting about magnets.

Finally, the students will be responsible to glue their bingo sheet into their

interactive folder.

KINESTHETIC, AUDIO

Next, the students will come to the back carpet and the teacher will take a poll, how

the students are feeling about their knowledge of magnets.

The students can raise their hands, giving a thumbs up, thumbs to the side and

thumbs down.

Teacher should make a mark of how many students are not feeling great about

magnets, or might be confused. If there is a larger amount, the teacher can take

quick questions, figure out what might be confusing and discuss with students

as a whole group, in small groups or individually (teacher will use discretion).

AUDIO


(Centers; teacher will explain all three centers before students leave carpet)

Centers (3): Each center time will be 15 minutes long.

CENTER 1: Teacher will have the students face the smartboard from the carpet. They

will talk about how much fun it can be to use technology in lessons. The teacher will

bring up the magnet drop on the smartboard and choose one student volunteer to help

demonstrate ‘how to’ use the app/play the game.

o Smart Board App Magnetism File Type: SMART Table activity pack

There will be different categories, magnetic and non-magnetic.

There will be words to pull out of a bucket and the different students


will get to pull out one item from the bucket. The student will use the

smartboard marker to move the item in the right category; then another

student will come move the next item.

VISUAL

CENTER 2: Students will then be shown the app on iPad/tablets, moving different

items towards the magnet to see if it is attracted to or repelled from the magnet. It will

show the students different items attracted to magnets. This reinforces the poles, too.

There will be one iPad/tablet per pair of students.

o App Title: “Learn About Magnets”

Put the students in pairs while working with the magnetism app.

The students can move the items to touch the magnet to see if there is

any attraction/repulsion to determine if the item is magnetic or not.

VISUAL

CENTER 3: Students will be brought to a remediation group to better understand

magnets, with the teacher. This is where students can ask questions about things they

might not understand, teach the teacher what they do know, and play a small game.

o Yes/No Questions Game: Students will be given cards made by the teacher to

tape on their forehead.

All of the card will have words related to magnets on them.

Students will go around the table asking someone a yes or no question

to guide their guess about their word.

Students will take turns asking questions. Once the student believes

he/she knows what their word/phrase is, they can guess.

AUDITORY



Magnet Vocabulary Worksheet

Explain to the students that they have learned several terms since we started

studying magnets. Ask the students to complete the magnet vocabulary

worksheet.

Students need to fill in the blank squares with the different key words and

picture clues; teacher will demonstrate the first one for both squares.

When completed, glue into interactive folder.

KINESTHETIC, VISUAL


o Students will be given a partner to walk around with to complete the ‘find-

someone-who’ worksheet. (doesn’t have to find different people to answer all

the questions)

o Students will be given a day buddy for the centers, if they are struggling their

buddy can assist them. First they must try to complete the different apps alone,

but if they struggle there is a designated helper for any student who will need

help.

o Students will be given typed words to cut out and fill in the blanks on the

vocabulary magnet worksheet


o Students will be allowed to make up their own magnet super hero on the back

of their ‘find-someone-who’ worksheet if they finish early.

o Students must make a list of at least four more items they could add to the

apps. Of things that might be magnet/not magnetic.

o Students must add more detail/pictures of the different words defined

Materials


Find-someone-who worksheet (attached)

Magnet Vocab Worksheet (attached)

Notecards

Tape

Sharpie

IPad / Tablets (depends on number of pairs at station)

Smartboard

Magnet apps

Smartboard interactive game

Interactive folder (individual for each student)

Evaluation Part A:


accordingly.

Separate magnetic versus non-magnetic items with 90% accuracy.

Check bingo sheet for 90% accuracy.

Check magnet vocabulary worksheet for at least 83% accuracy.




How do you know?









Purpose:

The purpose of this lesson is to bring closure to this week’s learning and to leave an

opening for the following week’s lessons.




a. Magnetism, iron, magnetic/nonmagnetic poles, attract/repel, and

b. Important applications of magnetism.

Fine Art SOL 2.4 The student will create works of art inspired by a variety of

concepts, themes, and literary sources.

Objectives:

TSWBAT fill out the ‘KWL’ chart, including at least 3 facts about what they know

about magnets and one thing they ‘want to know more’ about magnets on KWL sheet.

(leave ‘learned’ space blank)

TSWBAT paint with magnets, using at least four different magnets to complete the

picture.

TSWBAT finish the first half of their interactive folder, gluing all of the appropriate

pieces to the folder, having all of the necessary items.

Procedure:


Students will create individual KWL charts for following week’s unit.

Have students write at least three facts about what they ‘know’ regarding

magnets (especially from the last week of studying magnets).

Have students write one thing they ‘want to know’ (more) about magnets.

Save the last space, ‘learned’ for what the students learn next week.

Have students turn and share with their table, at least one thing they ‘know’ and

something they might ‘want to know’.

KINESTHETIC, VISUAL, AUDIO



Magnet painting

o The teacher will have a set of different size magnetic balls, chains, screws and

springs; all of these magnetic.

o The teacher will have pre-made sets containing a plastic tray, set of 6 paints,

two small spoons, magnetic material, long magnetic bar (magnetic wand), egg

carton and paper.

o The teacher will take apart one set to show the students what should be

included in their packages when they get it. There should be one package

provided per two students

o The teacher will take the magnetic pieces out of the package and place the egg

carton on the desk.

o Pour the different colored paints in the small cups of the egg carton, make sure

the cups are large enough to fit the magnetic pieces in and pull them back out.

o Place the paper inside the plastic tray.

o Dip one magnet in one color; use the spoon to pull out the magnet and place it

on the blank white paper, in the tray.

o Move the metal wand around, under the plastic tray to make the first color

across the paper.

o Repeat these steps with different shape magnets dipped in different colors.

o Finally, there will be an end product, an art picture made with paints and

magnetic forces

o The teacher must pass out the pre-made sets to partners. The students will have

freedom to make their own picture, while sharing. The teacher must walk

around and watch the students, assisting when necessary.Http://leftbraincraftbrain.com/2015/03/29/five-minute-craft-magnet-painting/

KINESTHETIC, VISUAL



Attach the KWL worksheet to the interactive folder, for the rest of it to be completed

during the next week of magnets.

Finish interactive folders.

Have students fill out an exit slip, ‘what stuck with you today’ with sticky notes. The

students need to write one thing that they have taken out of the first week of magnets.

KINESTHETIC


The students will be put in a group with the teacher to complete the KWL sheet.

Teacher can provide cut-out statements for students to glue in their KWL chart (if

necessary, teacher uses discretion)

The students will work in a small group with the teacher/aid if available, during the

magnet art portion.

The teacher can pair the students (higher students with lower students). Designate

specific students to be partners to assist each other.

The teacher will have traced areas to glue specific activities on the interactive folder,

labeling each traced area.


These students will be asked to include more than three facts they ‘know’ about

magnets on the KWL. These students will be required to include more than one thing

they ‘want to know’ about magnets on the KWL.

These students will be designated as the ‘helper’ or ‘assistant’ for students who might

struggle. (Teacher will inform students of their roles before completing the

assignment)

These students can glue some extra activities on the back of their interactive folder,

once they have finished the necessary activities.

Materials


Sticky notes

Interactive folder

Small personal paint containers (6-8 colored paints)

KWL worksheet

Plastic tray

Two small spoons

Magnetic materials

Nail

Springs

Marbles

Washers

Paperclips

Necklace/chains

Magnetic wand

Egg cartons (enough for students to have in pairs)

Plain white paper

Glue

Evaluation Part A:


accordingly.

The students will complete the ‘KWL’ sheet, fulfilling the first two columns with at

least three examples in the first column and one in the second column (three of the four

necessary examples/answers)

The students will complete magnet painting using at least four of the six magnetic

materials.

The students will finalize the first half of the interactive folder and complete the exit

slip sticky note before class finishes.





How do you know?







K W L


Unit Evaluation

Part A: Interactive Folder 70% complete

Part B: Magnet Assessment

Magnetism Assessment

Magnets can be made of metal including:

a. Plastic

b. Steel

c. Silver

d. Aluminum

Which of these two poles will attract?

a. North and north poles

b. South and south poles

c. North and south poles

d. All of the above

Magnetics attract materials with _____________ in them.

a. Plastic

b. Iron

c. Wood

d. Copper

List two everyday objects that magnets are attracted to:

______________________

______________________


Where are magnets strongest?

a. Poles

b. Middle

c. Everywhere the same

What is the opposite of a magnetic?

a. Non-magnetic

b. Unmagnetic

c. Magneto

Which is a natural magnet?

a. Lodestone

b. Bar magnet

c. Horseshoe magnet

This will be given to students on day six. The expectation will be that students answer at least 90% of the

questions accurately.


Resources

What Makes a Magnet? by Franklyn M. Branley

o

“Did You Ever See a Magnet? Song

o Http://the-science-mom.com/1365/magnets-song-ever-see-magnet/

Interactive folder adapted from:

o http://hubpages.com/education/physicslapbook

Natural and Artificial Definitions

o (http://www.engineering-dictionary.org/wiki/artificial_magnet)

Magnetic Pipe Cleaner Activity

o http://laughingkidslearn.com/2013/07/science-experiment-for-kids-magnetic-

force.html/

File folder games – Mrs. Goolsby

o “The Magnet Match”

o “Magnet Magic”

BrainPop Video

o https://jr.brainpop.com/science/forces/magnets/preview.weml

Smart Board App

o Magnetism File Type: SMART Table activity pack


iPad / Tablet App

o “Learn About Magnets”

Magnet Vocabulary Worksheet

o https://www.teachervision.com/electricity-and

magnetism/printable/32365.html

Find-someone-who worksheet

o http://iheartrecess.blogspot.com/2014/07/worksheet-wednesday-magnets.html

Painting Activity

o Http://leftbraincraftbrain.com/2015/03/29/five-minute-craft-magnet-painting/

Repel and Attract Picture in Lesson 3

o https://quizlet.com/76241314/glencoe-physical-science-chapter-8-magnetism-

section-1-review-flash-cards/

https://jr.brainpop.com/science/forces/magnets/preview.weml

http://laughingkidslearn.com/2013/07/science-experiment-for-kids-magnetic-force.html/

http://laughingkidslearn.com/2013/07/science-experiment-for-kids-magnetic-force.html/


Resources

Individual zip-loc bags filled with magnets and non-magnets:

o Lodestone

o Paper clips

o Coins

o Felt

o Pencil

o Beads

o Aluminum foil

o Plastic spoon

o Button

o Shell

o Marker top

o Bobby pins

o Plastic necklace

o Eye patch

o Jingle bell

o Glue stick

Magnetic materials

o Nail

o Springs

o Marbles

o Washers

o Paperclips

o Necklace/chains

Decorative paper

Egg cartons (enough for students to have in pairs)

Find-someone-who worksheet (attached)

Glue

Interactive folder

IPad / Tablets (depends on number of pairs at station)

Jingle bells Brainpop Video

http://iheartrecess.blogspot.com/2014/07/worksheet-wednesday-magnets.html


KWL worksheet

Magnet apps

Magnet pictures

Magnet Vocab Worksheet (attached)

Magnetic wand

Manilla folders

Markers

Non-magnet pictures

Notecards

Pipe cleaner

Plain white paper

Plastic tray

Red and Blue colored pennies

Sharpie

Small personal paint containers (6-8 colored paints)

Smartboard

Sticky notes

Stoplight

Tape

Two liter bottle

Two small spoons

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